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5. The Source Code: Revenue Composition and the Adequacy, Equity, and Stability of K-12 School Spending

Author

Albert Shanker Institute, Baker, Bruce D., Di Carlo, Matthew, and Oberfield, Zachary W.

Abstract

School finance debates frequently turn on two crucial questions: (1) How much do state and local governments spend on K-12 education?; and (2) How are education dollars distributed across jurisdictions? This focus makes sense because the answers to these questions determine how well states are able to provide an adequate, equal education for all students. This report, however, focuses on two different questions: (1) Where do school revenues come from?; and (2) How does revenue composition affect education policymaking? Put differently, this report focuses on the degree to which states rely on state versus local revenue, or on different types of taxes (e.g., those on income, sales, or property), and how such features matter for the adequacy and equity of education spending. Two states with identical finance systems and student populations, and which spend the same amount overall on K-12 schools, might have very different adequacy and equity outcomes depending on the composition of their revenue. In short, money matters; but where money comes from matters too.

Published
2023

9. Incentivizing Equity: A New Way to Distribute Federal Aid and Spur Adequate Funding for All

Author

Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

Current federal aid allocation policies do an admirable job of targeting aid to school districts serving the neediest students. But these policies have one significant, underlying weakness: they fail to consider states' effort levels (and their capacities to raise revenue). In this article, the authors propose a new federal aid framework that functions similarly to how state finance systems are supposed to work--that is, by distributing federal aid based on both costs/needs as well as states' and districts' ability and willingness to pay their fair shares of bringing all districts up to a minimum adequate level. As a proof of concept, in their report the authors provide extensive calculations and analysis to simulate one reasonable manifestation of that framework: a voluntary supplemental federal aid program in which eligibility is contingent upon fair share state and local contributions (i.e., minimum effort), and new federal funds fill the gaps between that contribution and adequate funding levels in eligible states. While readers are encouraged to read the full report, a summary of this simulation is offered here showing that what's needed to ensure adequate funding for all districts is reasonable and doable.

Published
2023

11. The Adequacy and Fairness of State School Finance Systems, School Year 2019-20. Fifth Edition

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

Over the past 10-15 years, there has emerged a growing consensus, supported by high-quality empirical research, that additional funding improves student outcomes (and funding cuts hurt those outcomes), particularly among disadvantaged students. There are, of course, serious and important debates about how education funding should be spent. Yet virtually all potentially effective policies and approaches require investment, often substantial investment. Proper funding, in other words, is a necessary (but not sufficient) requirement for improving student outcomes. Understanding, assessing, and reforming states' funding systems is therefore a crucial part of any efforts to bring about such improvement. This report evaluates the K-12 school finance systems of all 50 states and the District of Columbia. The latest year of data presented pertains to the 2019-20 school year, but it also examines trends in measures going back 10-15 years. The report focuses on three measures: (1) fiscal effort (how much states spend as a proportion of their economies); (2) statewide adequacy (whether aggregate spending is enough to achieve common outcome goals); and (3) equal opportunity (whether adequacy differs between higher- and lower-poverty districts). [This report was co-prepared by University of Miami School of Education and Human Development. For the fourth edition, see ED616520.]

Published
2022

12. An Examination of the Costs of Texas Community Colleges. REL 2023-142

Author

Regional Educational Laboratory Southwest (ED/IES), National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Levin, Jesse, Baker, Bruce, Lee, Jason, Atchison, Drew, and Kelchen, Robert

Abstract

Policymakers in Texas want to understand the funding levels necessary for community colleges to meet their promise of providing an affordable and accessible pathway to a postsecondary certificate or degree. Regional Educational Laboratory Southwest conducted this study to help leaders at the Texas Higher Education Coordinating Board better understand the extent to which Texas community colleges have adequate funding for reaching the desired levels of student success, as measured by success points milestones used in the state's performance-based funding system. The study involved three types of analyses: a needs analysis, an equity analysis, and a cost function analysis. The needs analysis found that community colleges with higher percentages of first-generation college students, students who are economically disadvantaged, students who are academically disadvantaged, students older than 24 years, and English learner students earn fewer success points milestones per full-time equivalent student. The equity analysis found that community colleges with higher percentages of students who are academically disadvantaged spent less per full-time equivalent student, suggesting that there may be resource inequities for these students. The cost function analysis found that spending was not high enough to cover the cost of providing an equal opportunity for first-generation college students, students who are economically disadvantaged, students older than 24 years, and English learner students to achieve the same level of outcomes as students without these needs. The findings from this study can inform Texas policymakers' efforts to distribute funding for community colleges to support equitable opportunities for all students to succeed in college. [For the appendixes, see ED623285.]

Published
2022

14. Ensuring Adequate Education Funding for All: A New Federal Foundation Aid Formula

Author

Albert Shanker Institute, Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

In this report, the authors propose and simulate a framework for a new foundation formula approach to distributing federal K-12 education aid. This proposal, with full funding and compliance, would provide every school district with the estimated revenues necessary to reach the goal of average national outcomes in mathematics and reading. The framework is designed to target assistance where it is most needed by allocating federal funds based not only on student need (as is currently the case), but also on states' and school districts' ability (and willingness) to contribute themselves, given their capacity to raise revenue--in other words, based on their "effort." [The following contributed to this report: Burnie Bond, Preston Green III, Esther Quintero, Mary Cathryn Ricker, John See, Ajay Srikanth, and Vicki Thomas.]

Published
2022

20. Segregation and School Funding: How Housing Discrimination Reproduces Unequal Opportunity

Author

Albert Shanker Institute, Baker, Bruce D., Di Carlo, Matthew, and Green, Preston C., III

Abstract

It is difficult to overstate the importance of segregation for race- and ethnicity-based school funding disparities in the United States. In many respects, unequal educational opportunity depends existentially on segregation. Racial and ethnic disparities in wealth accumulation are perpetuated over generations, ensuring persistent segregation even after explicitly racist housing discrimination was outlawed. This process has had serious and lasting implications for many important outcomes, including modern school funding equity. The mutually dependent relationship between economic and racial/ethnic segregation simultaneously depresses revenue and increases costs in racially isolated districts, creating a self-sustaining cycle of unequal opportunity and unequal outcomes. The descriptive analysis presented in this report examines this process, both nationally and with a focus on seven metropolitan areas: Baltimore (Maryland), the Bay Area (California), Birmingham (Alabama), Hartford (Connecticut), Kansas City (Kansas/Missouri), San Antonio (Texas), and the Twin Cities (Minnesota/Wisconsin).

Published
2022

25. The Adequacy and Fairness of State School Finance Systems, School Year 2018-19. Fourth Edition

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, Reist, Kayla, and Weber, Mark

Abstract

The State Indicators Database (SID), which is the School Finance Indicators Database's (SFID) primary product, includes approximately 125 variables, but this report focuses on three key school finance measures: fiscal effort, adequacy, and progressivity. This report discusses how states' systems tend to mediate the impact of economic downturns and offers general guidance as to what can be expected as the impact of the current crisis continues to unfold over the next few years. This report includes recommendations as to how policymakers, journalists, parents, and the public can use this data and results to summarize and assess the performance of state school finance systems. [For the third edition, see ED613617.]

Published
2021

28. The Adequacy of School District Spending in the U.S. Research Brief

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

We present an overview of spending adequacy among individual K-12 school districts in the U.S. Our results are from a new database of over 12,000 public school districts that allows users to compare each district's actual per-pupil spending levels to estimates of adequate spending levels--i.e., spending required to achieve the common goal of national average math and reading scores. The data are for the 2017-18 school year. Predictably, we find substantial heterogeneity, with many districts spending well above our estimated adequacy targets and many others spending well below, in some cases shockingly below. Districts with negative (i.e., inadequate) funding gaps are especially prevalent in the southeast and southwest, but they are also found throughout the entire U.S., including in states, such as Massachusetts and Connecticut, which include generally high-spending districts. The sum of these negative gaps across all districts (ignoring districts with positive gaps) is $104 billion, and the average negative gap is $4,254 per-pupil. Conversely, even in states where underfunding is widespread and typically severe, there are numerous districts in which resources exceed our adequate spending estimates. Finally, we show that the extent of funding inadequacy increases with district child poverty rates and with the proportion of Black and especially Hispanic (Latinx) students served by districts. These results illustrate that most states are failing in their job of filling the holes between districts' costs and their capacity to pay those costs, as well as how, even in states that are more successful, many districts slip through the cracks. An effort to rectify these discrepancies could consist of a strategic expansion of the federal role in education finance, as well as a recalibration of how states fund their schools. High-quality district adequacy measures can help guide this process by identifying where resources are needed most.

Published
2021

29. The Additional Cost of Operating Rural Schools: Evidence from Vermont

Author

Kolbe, Tammy, Baker, Bruce D., Atchison, Drew, Levin, Jesse, and Harris, Phoebe

Abstract

State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study's findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.

Published
2021

30. Gene x Responsive Parenting Interactions in Social Development: Characterizing Heterogeneity in Autism Spectrum Disorder

Author

Caplan, Barbara, Blacher, Jan, Eisenhower, Abbey, Baker, Bruce L., and Lee, Steve S.

Abstract

Emerging research suggests that caregiving environments and genetic variants independently contribute to social functioning in children with typical development or autism spectrum disorder (ASD). However, biologically plausible interactive models and complimentary assessment of mechanisms are needed to: (1) explain considerable social heterogeneity; (2) resolve inconsistencies in the literature; and (3) develop and select optimal treatments based on individual differences. This study examined the role of child genotypes and responsive parenting in the social development of 104 children with ASD (ages 4-7 years). We utilized a longitudinal, multi-informant design and structural equation models to evaluate: (1) the additive and interactive effects of biologically plausible candidate genes (5-HTTLPR, OXTR, DRD4) and responsive parenting in predicting prospective social development in ASD across three time points spanning 1.5 years; and (2) whether child emotion regulation mediated observed gene x environment interactions (GxEs). Responsive parenting positively predicted prospective change in child social skills; these associations were moderated by 5-HTTLPR and DRD4 in teacher-report models, and DRD4 in parent-report models. No GxE effects were found for OXTR. Emotion regulation did not significantly mediate the GxEs involving 5-HTTLPR and DRD4. Acknowledging the complexities of GxE research, implications for future research, and targeted intervention efforts are discussed. [This is the online version of an article published in "Developmental Psychobiology".]

Published
2021
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31. The Adequacy and Fairness of State School Finance Systems: Key Findings from the School Finance Indicators Database, School Year 2017-18. Third Edition

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, Schneider, Lauren, and Weber, Mark

Abstract

The State Indicators Database (SID), which is the School Finance Indicators Database's (SFID) primary product, includes approximately 125 variables, but this report focuses on three key school finance measures: fiscal effort, adequacy, and progressivity. This report discusses how states' systems tend to mediate the impact of economic downturns and offers general guidance as to what we can expect as the impact of the current crisis continues to unfold over the next few years. This report includes recommendations as to how policymakers, journalists, parents, and the public can use this data and results to summarize and assess the performance of state school finance systems. [For the second edition, see ED606197.]

Published
2021

32. School Funding Disparities and the Plight of Latinx Children

Author

Baker, Bruce D., Srikanth, Ajay, Cotto, Robert, and Green, Preston C., III

Abstract

This article provides a systematic decomposition of disparities in school funding by race and ethnicity using two new data resources. First, we use a national district level panel of data from the School Finance Indicators Database to evaluate recent (2012-2017) disparities in school revenue and spending by race in addition to poverty, across and within all states and within selected states. Next, we use data from the National Education Cost Model (NECM) to evaluate disparities in spending against estimates of "costs" of achieving national average student outcomes to determine racial differences in gaps between current spending and costs of equitable outcomes. As Latinx shares increase, per pupil spending and revenue decrease, respectively by about 4% to 7% for districts that are approximately 100% Latinx compared to those that have few or no Latinx students, controlling for poverty. More striking, when controlling for poverty, a district that is 100% Latinx is nearly 2.5 times as likely as a district that is 0% Latinx to be financially disadvantaged (have revenue <90% of labor market average, and poverty greater than 120%), when controlling for poverty and 28.5 times as likely when not controlling for poverty. Finally, spending is less adequate to achieve national average outcomes, across states, in districts serving larger shares of Latinx students.

Published
2020

33. The Coronavirus Pandemic and K-12 Education Funding

Author

Albert Shanker Institute, Baker, Bruce D., and Di Carlo, Matthew

Abstract

The most terrible and lasting effects of the coronavirus pandemic will of course be measured in loss of life. But a parallel tragedy will also be unfolding in the coming months and years, this one affecting those at the beginning of their lives: an unprecedented school funding crisis that threatens to disadvantage a generation of children. School districts in many states have yet to recover from the last recession, the so-called Great Recession, which officially began in late 2007 and devastated state and local education budgets. That is, many jurisdictions will be facing a possibly unprecedented funding crisis while they are still digging out from the last one. In this report, using data from multiple sources, the authors describe the effects of previous recessions, particularly the Great Recession, on K-12 education finance, as well as the federal, state, and local policies and trends that mediated--for better or worse--the impact of these downturns on public school budgets. The authors then use these lessons to offer recommendations for short- and long-term responses to our current crisis.

Published
2020

34. The Adequacy and Fairness of State School Finance Systems: Key Findings from the School Finance Indicators Database, School Year 2016-2017. Second Edition

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

When it comes to American education, few policy areas are as misunderstood -- or as crucial -- as school finance. Over the past several years, a political and empirical consensus has emerged about the importance of equitable and adequate school funding for high quality K-12 education. In other words, the evidence is clear that money does, indeed, matter. Certainly, debates about how education funds should be spent are also important, and money should be spent wisely. But there are few options for improving America's schools that do not require adequate and sustained investment, particularly for disadvantaged students. While maintaining efficiency is important, the fact is that districts cannot spend money wisely that they do not have. This report presents key findings from the second release of the School Finance Indicators Database (SFID), a public database of sophisticated but user-friendly state school finance measures going back to 1993. This latest version of the SFID includes data up to 2017 (the 2016-17 school year). [For the first edition, "The Adequacy and Fairness of State School Finance Systems. Findings from the School Finance Indicators Database, School Year 2015-2016," see ED596199.]

Published
2020

36. The Politics of Progressivity: Court-Ordered Reforms, Racial Difference, and School Finance Fairness

Author

Oberfield, Zachary W. and Baker, Bruce D.

Abstract

This article contributes to our understanding of American education politics by exploring when and why states redistribute K-12 education dollars to poorer schools. It does so by examining three explanations for intrastate changes in progressivity: court-ordered finance reforms, political trends, and demographic changes. Using state-level data from 1995 to 2016, we find mixed evidence that progressivity increased following a court-ordered school-finance overhaul. Rather, we show that changes in progressivity were most consistently tied to changes in student demography: As students became poorer, or more racially diverse, lawmakers created less progressive finance systems. The article concludes by discussing what these findings mean for advocates seeking to protect and advance gains in education-spending progressivity.

Published
2022
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37. Combination Treatment with Verinurad and Allopurinol in CKD: A Randomized Placebo and Active Controlled Trial

Author

Heerspink, Hiddo J.L., Stack, Austin G., Terkeltaub, Robert, Jongs, Niels, Inker, Lesley A., Bjursell, Magnus, Maklad, Noha, Perl, Shira, Eklund, Olof, Rikte, Tord, Sjöström, C. David, Perkovic, Vlado, Chmelickova, Hana, Lukac, Martin, Bucek, Petr, Drasnar, Tomas, Dussol, Bertrand, Guerrot, Dominique, Legrand, Eric, Boffa, Jean-Jacques, Halimi, Jean-Michel, Zaoui, Philippe, Letoha, Annamaria, Hajdu, Csaba, Pall, Denes, Peterfai, Eva, Csécsei, Gyöngyi, Bezzegh, Katalin, Deak, Laszlo, Konyves, Laszlo, Zsom, Marianna, Danos, Peter, Vangel, Sandor, Vasas, Szilard, Oroszlan, Tamas, Zilahi, Zsolt, Leiba, Adi, Grossman, Alon, Leibowitz, Avshalom, Itzhak, Baruch, Daoud, Deeb, Farber, Evgeny, Adawi, Faiad, Nakhoul, Farid M., Chernin, Gil, Kenis, Irina, Wainstein, Julio, Zeller, Lior, Elias, Mazen, Atar, Shaul, Frajewicki, Victor, Yagil, Yoram, Armaly, Zaher A., Esposito, Ciro, Viazzi, Francesca, Gambaro, Giovanni, Piatti, Piermarco, Bonadonna, Riccardo C., Arias Delgadillo, Cristhian Ronaldt, Flores, Fernando Jimenez, Aguilera Real, Manuel Enrique, Fajardo-Campos, Pedro, Violante Ortiz, Rafael Margarito, Luna Ceballos, Rosa Isela, Duran-Barragan, Sergio, Zytkiewicz-Jaruga, Danuta, Krzyzagorska, Ewa, Skokowska, Ewa, Klodawska, Katarzyna, Mordaka, Robert, Mazur, Stanislaw, Stasinska, Teresa, Sulowicz, Wladyslaw, Constantin, Ciprian, Negru, Doru, Paveliu, Fraga-Silvia, Negrisanu, Gabriela Doina, Szilagyi, Iosif, Busegeanu, Mihaela Magdalena G., Pena, Mihai Cosmin, Avram, Rodica Ioana, Ardelean, Silvia Luminita, Ilavska, Adriana, Dzupina, Andrej, Oroszova, Aniko, Kolesarova, Eva, Obetkova, Ida, Smatanova, Iveta, Babikova, Jana, Fulop, Peter, Haffner, Radovan, Rayner, Brian L., Kruger, Dawid Stephanus, Urbach, Dorothea Vera, Mitha, Essack, Vally Mahomed Latiff, Gulam Hoosain, Makan, Hemant, du Plessis, Hermanus, Jurgens, Jaco Cornelius, Reddy, Jeevren, Trokis, Julien S., McHarry, Kirsten, Distiller, Lawrence Allen, Mayet, Leila, Burgess, Lesley Jean, Van Zyl, Louis Johan, Joshi, Mukesh P., Sebastian, Peter John, Du Toit, Samantha Maria, Blignaut, Suzanne C., Serrano, Antonio Galan, Morales, Cristobal, Poch, Esteban, Mosquera, Eva Marquez, Castro, Fernando Cereto, Gonzalez Martinez, Francisco Javier, Perez- Contreras, Francisco Javier, Fernandez-Fresnedo, Gema, Garcia Mendez, Isabel Fuencisla, Perez, Jonay Pantoja, Martinez, Jordi Calabia, Gorriz Teruel, Jose Luis, Nieto Iglesias, Luis Javier, Munoz-Torres, Manuel, Munar Vila, Maria Antonia, Arenas Jimenez, Maria Dolores, Dominguez-Lopez, Marta E., Val, Miguel Hueso, Terrades, Natalia Ramos, Olmo, Rafael Santamaria, Malek Marin, Tamara Gelen, Arif, Ahmed A., Lee, Benjamin J., Mehta, Bhasker R., Baker, Bruce H., Jere, Charles S., Bains, David G., Stricklin, David G., Cheung, Deanna, Echeverri, Diego, Vera, Edgard, Heurich, Eva-Maria, Sterba, Gary A., Hernandez, German T., Paez, Henry E., Acosta, Idalia A., Ahmed, Intekhab, Sachmechi, Issac, Madu, Ivy-Joan E., Obhrai, Jagdeep Singh, Hammoud, Jamal A., Tumlin, James A., Cain, James, Moya-Hechevarria, Jaynier, Connaire, Jeffrey J., Haggiagi, Jehad, Odren, Jennifer A., Bellucci-Jackson, Jennifer M., Yan, Jieshi, Parker, John C., Tolins, Jonathan P., Gomez-Cortes, Jose D., Cardona, Jose F., Mandry, Jose M., Olivero, Juan Jorge, Hendon, Kendra S., Kaveh, Kianoosh, Kooienga, Laura A., Bermudez, Lidia R., Rich, Lisa M., Gold, Marina, Gonzalez, Marisela, Schaefer, Matthew E., Welch, Michelle, Moustafa, Moustafa A., Mussaji, Murtaza, Pergola, Pablo E., Phaosawasdi, Piangwarin, Silva, Ricardo A., Presas, Ricardo, Lynn, Robert I., Kronfli, Saeed J., Ventrapragada, Sailaja V., Niranjan, Sankar N., Husain, Sayed, Satko, Scott, Jabbour, Serge A., Rovner, Sergio F., Gouge, Steven F., Joshi, Sudhir S., Ramachandran Subramanian, Varagur Bala, Lane, Wendy, Calhoun, Wesley, and Durham, William

Published
2024
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38. The Adequacy and Fairness of State School Finance Systems. Findings from the School Finance Indicators Database, School Year 2015-2016. First Edition

Author

Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark

Abstract

When it comes to American education, few policy areas are as misunderstood -- or as crucial -- as school finance. Over the past several years, a political and empirical consensus has emerged about the importance of equitable and adequate school funding for high-quality K-12 education. Certainly, there are plenty of contentious debates about how education funds should be spent. But regardless of one's opinions on specific education policies, virtually all of the options for improving America's schools require investment -- particularly for disadvantaged students. We introduce in this report an updated, public database of state school finance measures, and present results for three key measures in this system: effort, adequacy, and progressivity. Our results indicate, as would be expected, that states vary widely on all three measures. There are several states in which educational resources are comparatively adequate and distributed equitably. In general, however, resources in most states tend to be allocated non-progressively or even regressively, That is, higher-poverty districts do not receive more funds -- and in some cases receive substantially less -- than do lower-poverty districts, even controlling for factors that affect costs, such as regional wage variation, district size, and population density. Moreover, using models that estimate the spending levels required to achieve common outcome goals, we find that the vast majority of states spend well under the levels that would be necessary for their higher-poverty districts to achieve national average test scores. We do not provide state rankings or grades in this report, as the interplay between effort, adequacy, and progressivity is complex. We do, however, include recommendations on how researchers, policymakers, and the public can use our findings, as well as our database, to evaluate state systems and inform debates about improving school finance in the U.S.

Published
2019

39. Efficacy and safety of sparsentan versus irbesartan in patients with IgA nephropathy (PROTECT): 2-year results from a randomised, active-controlled, phase 3 trial

Author

Abbasciano, Isabella, Abrantes, Catarina, Accarino, Simone, Adler, Sharon, Adoberg, Annika, Afsari, Rouzbeh, Ahmad, Syeda, Ahmed, Jafar, Ahn, Wooin, Ajayi, Bamidele, Aksamit, Dariusz, Al Chalabi, Saif, Alamartine, Eric, Alchi, Bassam, Ali, Mohammad, Aliotta, Roberta, Almaani, Salem, Almeida, Catarina, Almeida, Edgar, Alvarez, Francisco de la Prada, Alves, Patricia, Annese, Francesca, Appel, Gerald, Arduan, Alberto Ortiz, Arena, Maria, Arevalo, Marta Calvo, Arfaania, Dariush, Arias, Carlos, Aristoy, Emma Calatayud, Asakiene, Egle, Ashley, Sarah, Assefi, Ali, Atenza, Alba, Auerbach, Asta, Augustyniak-Bartosik, Hanna, Avella, Monroy, Ayling-Smith, Jonathan, Ayoub, Isabelle, Ayvazyan, Christine, Baccaro, Rocco, Bailey, Asha, Baker, Bruce, Balamuthusamy, Saravanan, Ballarin, Jose, Barata, Rui, Barbic, Jerko, Barisic, Dunja, Barratt, Jonathan, Barreto, Jose Carlos de Jesus, Barrios, Clara, Belingheri, Mirco, Benesova, Anna, Bernabeu, Ana Avila, Bernhardt, Wanja, Bhadra, Shamik, Biancone, Luigi, Blanchard, Anne, Boaglio, Elena, Bolignano, Davide, Bomback, Andrew, Bonilla, Gustavo Andres Useche, Bordoli, Monica, Bose, Bhadran, Boudville, Neil, Brandon, Donald, Brown, Karen, Broyet, Christian, Bucknall, Thomas, Buffet, Alexandre, Bumblyte', Inga Arune, Burdese, Manuel, Burgos, Natalia Allende, Burguet, Laure, Burtey, Stephane, Busch, Martin, Cakiroglu, Figen, Campbell, Victoria, Canetta, Pietro, Capaccio, Flavia, Carbonell, Juan, Cardoso, Filipa, Carro, Clara Garcia, Carroll, Robert, Carron, Pierre-Louis, Carullo, Nazareno, Cassia, Matthias, Caster, Dawn, Castillo, Belen Vizcaino, Catucci, Davide, Cavalli, Andrea, Chae, Dong-Wan, Chakera, Aron, Chan, Doris, Chan, Gary Chi Wang, Chan, Anthony Ting Pong, Chan, Lai Wan, Chang, Jae Hyun, Chang, Ming-Shan, Chapman, Fiona, Charytan, Chaim, Chaudhry, Asghar, Cheetham, Melissa, Chen, Cheng-Hsu, Chen, Hsin-Yu, Chen, Chien-Liang, Chen, Hung-Yuan, Chen, Hung-Chun, Chenine, Leila, Cheung, Siu Fai, Cheung, Chee Kay, Chiche-Jourde, Noemie, Chiu, Hsien-Fu, Chiu, Yen-Ling, Chiu, Yi-Wen, Chiu, Ian, Choi, Hoon Young, Chou, Kang-Ju, Chowdhury, Paramit, Chowdhury, Pradip, Chrysochou, Constantina, Chukwu, Chukwuma, Chun, Ka Yeong, Chung, Wookyung, Cieniawski, Dominik, Claisse, Guillaume, Clayton, Philip, Cleary, Catalina Martín, Clement, Nisha, Coates, Toby, Cogno, Chiara, Colla, Loredana, Collins, Michael, Colucci, Marco, Combe, Christian, Comi, Nicolino, Comunale, Roderick, Contreras, Gabriel, Cooper, Bruce, Coppock, Gaia, Costa, Ana Cortesão, Costanzi, Stefano, Cozzolino, Mario, Crail, Susan, Cunha, Liliana, Curry, Elizabeth, Dai, Tiane, Daina, Erica, Daneshvari, Sam, Dasgupta, Indranil, DaSilva, Louise, Davidson, Robert, De Bhailis, Aine Maire, de Précigout, Valérie, Decupere, Marc, Delmas, Yahsou, Deodato, Francesca, Dhaun, Neeraj, Dhaygude, Ajay, Dhelaria, Ranjit, Di Maio, Federica, Diezhandino, Maria Angeles Goicoechea, Dika, Zivka, Dinic, Miriana, Dittmer, Ian, Dobre, Mirela, Doctor, Gabriel, Donati, Gabriele, Doubel, Peter, Douthit, Nicole, Draganova, Diliana, Drexler, Yelena, Drinkovic, Martin, Drinovska, Klara, Dudreuilh, Caroline, Dumond, Clement, Durlen, Ivan, Dussol, Bertrand, Encarnacion, Montserrat Diaz, Endre, Zoltan, Enrique, Jorge, Eqbal, Yusuf, Erlich, Jonathan, Esposito, Vittoria, Esposito, Ciro, Fakih, Faisal, Fang, Hua-Chang, Farinha, Ana, Fearday, Aaron, Felgueiras, Joana de Sousa Soares, Felicjanczuk, Elzbieta, Fernandes, João Carlos, Fernandes, Sara, Fernandes, Adriana, Fernandez, Jose Luño, Fernandez, Victor, Fernando, Mangalee, Figueiredo, Ana Carolina, Firre, Eric, Floege, Jürgen, Flossmann, Oliver, Floyd, Lauren, Fonseca, Nuno, Fonseca, Jose Nuno de Almeida Agapito, Foote, Celine, Forbes, Suzanne, Forcen, Angel, Fornoni, Alessia, Fouassier, David, Fraser, Ian, Fung, Ka Shun Samuel, Furlano, Monica, Furtado, Teresa, Gadh, Rajdeep, Gaisset, Roxane, Gallagher, Martin, Gameiro, Joana, Gangadharan, Muralikrishna, Garcia, Fabiola Alonso, Garcia, Olga Gracia, Garg, Gunjan, Garrouste, Cyril, Gautam, Archana, Geara, Abdallah, Geddes, Colin, Gellineo, Lana, Germain, Michael, Gesualdo, Loreto, Ghalli, Farid, Giaroni, Francesco, Giles, Harold, Gillies, Alastair, Gimeno, Ana Vilar, Girardet, Annette, Glaze, Jeffrey, Goh, Tze, Gois, Mario, Goldsmith, Christopher, Goma, Elena, Gomes, Ana Marta, Goncalves, Luis Pedro Falcao, Goncalves, Sara, Gontarek-Kacprzak, Julita, Gonzalez, Carlos, Gopu, Arun, Gowda, Nayan, Gray, Nicholas, Greco, Barbara, Green, Heather, Greze, Clarisse, Griffin, Sian, Guldris, Secundino Cigarran, Guzman, Ursula Verdalles, Ha, Jeffrey Tsun Kit, Hall, Amanda, Hamilton, Patrick, Han, Seung Hyeok, Haws, Robert, Hayat, Ashik, Heath, Lauren, Heinrichs, Sven, Henderson, Andrew, Henderson, Amy, Hendren, Elizabeth, Heng, Anne-Elisabeth, Heres, Salia Virxinia Pol, Herfurth, Johann Konstantin, Herrero, Evangelina Merida, Ho, Tzung-Yo, Hogan, Jonathan, Hohenstein, Bernd, Hollett, Peter, Horvatic, Ivica, Hsu, Bang-Gee, Hsu, Chia-Tien, Hsu, Chih-Yang, Hsu, Shih-Ping, Huang, Chien-Wei, Hudson, Amy, Hung, Chi-Chih, Hwang, Shang-Jyh, Hwang, Daw-Yang, Hyun, Young Youl, Ilmoja, Madis, Irish, Georgina, Jacob, Radu, Jahan, Sadia, Jain, Arunima, Jamar, Sofie, Jander, Anna, Jang, Hye Ryoun, Janko, Catherine, Jardine, Meg, Jaskowski, Piotr, Jeantet, Guillaume, Jelakovic, Bojan, Jeon, Junseok, Jeong, Jong Cheol, Jesudason, Shilpanjali, Jittirat, Arksarapuk, Jo, Sang-Kyung, Jones, Rachel, Joo, Narae, Jorge, Sofia, Julian, Bruce, Jung, JiYong, Jyothinagaram, Praveena, Kadakia, Jigar, Kamal, Fahameedah, Kanigicherla, Durga, Karanovic, Sandra, Karras, Alexandre, Kasimatis, Theodoros, Kassem, Mohamad, Kattamanchi, Siddhartha, Keller, Christopher, Kentric, Dubravka Trajbar, Kettner, Christiane, Khalil, Kassem, Kim, Dana, Kim, Se Joong, Kim, Yeong Hoon, Kim, Yunmi, Kim, Hyung Wook, Kim, Sunggyun, Kim, Jwa-Kyung, Kim, Aejin, Kim, Myung-Gyu, Kimber, Cassandra, Klamm, Kathryn, Koch, Annegret, Koester, Eric, Kolvald, Kulli, Kon, Sui, Kooienga, Laura Ann, Kotwal, Sradha, Krajewska, Magdalena, Kratka, Karolina, Krishnan, Anoushka, Krishnasamy, Rathika, Krueger, Thilo, Kruljac, Ivan, Kulka, Simone, Kunzendorf, Ulrich, Kuo, Mei-Chuan, Kuo, Hung-Tien, Kuo, Sheng, Kwan, Lorraine Pui Yuen, Kwella, Norbert, Kwella, Bogna, Kyaw, Kay, Labat, Aurore, Lafayette, Richard, Lagatta, Mark, Lam, Chi Kwan Darwin, Lambie, Mark, Lanaret, Camille, Latif, Farah, Laute, Margo, Law, Wai Ping, Lawman, Sarah, Lazo, Mercedes Salgueira, Lee, Hajeong, Lee, Moon Hyoung, Lee, Kyu-Beck, Lee, Hyung-seok, Lee, JungEun, Lee, Hyun Hee, Lee, Po-Tsang, Leis, Liisi, Lemahieu, Wim, Leung, Janson, Li, Yan, Lie, Davina Ngoi Wah, Lifland, Howard, Lilienthal, Kadri, Lim, Wai, Limardo, Monica, Livrozet, Marine, Longhi, Selena, Lopes, Daniela, Lopes, Jose Antonio, Lorde, Nathan, Luxton, Grant, Ma, Mingyao, Madhrira, Machaiah, Madonia, Phillip, Maes, Bart, Mahadevan, Kumaradevan, Mahdi, Amar, Mahdi, Eamon, Maillard, Nicolas, Maixnerova, Dita, Majstorovic Barac, Karolina, Malecki, Robert, Malfait, Thomas, Malvica, Silvia, Mandayam, Sreedhar, Manley, Paul, Mansfield, Nick, Marcantoni, Carmelita, Mariat, Christophe, Marin, Tamara Malek, Marin, Lida Maria Rodas, Mark, Patrick, Marques, Joana, Martinez, Eduardo Gutierrez, Martinez, Stacy, Masset, Catherine, Masson, Ingrid, Mather, Amanda, Maung Myint, Thida Maung, Mayet, Valentin, McCafferty, Kieran, McCarthy, Ellen, McDonald, Stephen, McGreal, Kerri, McMahon, Kellyn, McNally, Andrew, McQuarrie, Emily, Medina, Allyson, Meeus, Gert, Mehta, Kshama, Mendoza, Elder, Menezes, Maria, Meng, Jerry, Messa, Piergiorgio, Messias, Ana, Miarka, Przemyslaw, Miglinas, Marius, Mikacic, Ivana, Mikhail, Ashraf, Milicevic, Martina, Minasian, Raffi, Moeller, Marcus, Mohey, Hesham, Mojarrab, Javad, Mok, Maggie Ming Yee, Moncasi, Eduardo Parra, Moonen, Martial, Morales, Wenceslao Adrian Aguilera, Moreno, Eduardo Verde, Moreno, Antolina, Morris, Adam, Moutzouris, Dimitrios, Moya, Mercedes Gonzalez, Mucha, Simon, Musolino, Michela, Napodano, Pietro, Natario, Ana, Negrea, Lavinia, Nelson, Bradley, Neuen, Brendon, Newsome, Britt, Ng, Kit Chung Jack, Nguyen, Thu, Nguyen, Viet, Nicolo, Clementine, Nitschke, Martin, Noble, Euan, Nolasco, Fernando, O'Lone, Emma, Ochoa, Adriana Sierra, Oh, Kook-Hwan, Oh, SeWon, Okoh, Pedro, Ombelet, Sara, O'Shaughnessy, Michelle, Ou, Shih-Hsiang, Packham, David, Padiyar, Aparna, Pai, Mei-Fen, Pamplona, Irene Agraz, Pan, Szu-Yu, Pandya, Bhavna, Papadia, Federica, Pardinhas, Clara, Parikh, Nishita, Parikh, Samir, Park, Hyeong Cheon, Park, Jung Tak, Parreira, Lucia, Passerini, Patrizia, Patak, Ramachandra, Patecki, Margret, Patel, Rajan, Patel, Jusmin, Patel Suthar, Meera, Patella, Gemma, Patrikyan, Artashes, Pavlovic, Drasko, Paxton, William, Peh, Chen, Peleg, Yonatan, Pelicano, Josep Miquel Blasco, Peng, Yu-Sen, Pereira de Vicente, Manuel, Perez, Jonay Pantoja, Perez, Erika, Perez de Jose, Ana, Pérez Gómez, María Vanessa, Perez Lluna, Leticia, Peri, Usha, Perico, Norberto, Philipponnet, Carole, Phua, Elaine, Piel, Julia, Pillai, Unnikrishnan, Pilmore, Helen, Plavljanic, Djuro, Plaza, Mercedes Velo, Pollock, Carol, Ponnusamy, Arvind, Ponti, Serena, Powell, Thomas, Pradhan, Nishigandha, Prado, Raul Fernandez, Prkacin, Ingrid, Pruthi, Rishi, Pugh, Dan, Quinn, Sarah, Quintana, Luis F, Raakesh, Lathika, Rabindranath, Kannaiyan, Radermacher, Luc, Radhakrishnan, Jai, Ragy, Omar Sherin Ibrahim, Raichoudhury, Ritesh, Raimundo, Mario, Randone, Paolo, Razavian, Mona, Reichel, Helmut, Reis, Marina, Remuzzi, Giuseppe, Reynolds, Annie, Ricchiuto, Anna, Rico, Ivon Maritza Bobadilla, Rigothier, Claire, Ritchie, Angus, Rivero, Maria Antonieta Azancot, Rizk, Dana, Ro, Han, Rodriguez, Alfred, Rodriguez Garcia, Eva, Roger, Simon, Rony, Mohammad, Rosenberg, Mai, Roueff, Stephane, Rovin, Brad, Roxburgh, Sarah, Ruiz, Mario, Rusinol, Helena Marco, Rychlik, Ivan, Sá, Helena, Salehi, Tania, Sánchez de la Nieta, Maria Dolores, Sanden, Silja, Santockiene, Lina, Santos, Patricia Valerio, Santos, Iara Da Silva, Sargsyan, Mari, Sarnow, Franziska, Sat, Sebahat, Satora, Ewa, Savuk, Ana, Sayer, Matthew, Schlieper, Georg, Schlosser, Mandy, Schmidt-Guertler, Hans, Schockaert, Olivier, Schulte, Kevin, Schulz, Lisa, Selvaskandan, Haresh, Semple, David, Sen, Shaundeep, Seppet, Elviira, Serrano, Antonio Galan, Serre, Jean-Emmanuel, Sevillano, Angel, Shah, Sapna, Shen, Yvonne, Sheridan, Brittany, Shu, Kai-Hsiang, Sightler, Ford, Silva, Sónia, Silva, Arnold, Sinha, Smeeta, Siriwardana, Amanda, Sitas, Zvonimir, Sivo, Carmen, Sizeland, Peter, Sly, Cathylee, Smith, Priscilla, Snow, Brian, Soares, Elsa Sofia Quadrado, Solazzo, Andrea, Solis, Elena Gutierrez, Solomon, Laurence, Song, Young Rim, Sousa, Helena, Spinowitz, Bruce, Stallworthy, Elizabeth, Stamellou, Eleni, Stanczyk, Malgorzata, Stangenberg, Stefanie, Stankovic, Marija, Stankuviene, Asta, Stea, Emma Diletta, Stompor, Tomasz, Storrar, Joshua, Sullivan, James, Sulowicz, Wladyslaw, Suyumova, Irina, Szeto, Cheuk Chun, Tamarit, Esther, Tan, Eddie, Tan, May, Tang, Sydney Chi Wai, Tang, Hon, Teixeira, Catarina, Telling, Kadri, Terrades, Natalia Ramos, Tesar, Vladimir, Tez, Didem, Thervet, Eric, Thibaudin, Damien, Thomas, Mark, Thyagarajan, Nikhil, Tkaczyk, Marcin, Torreggiani, Massimo, Trillini, Matias, Tsai, Shang-Feng, Tsai, Wan-Chuan, Tsai, Jer-Chia, Tseng, Po-Yu, Tumlin, James, Tung, Kuei-Ting, Turnbull, Angus, Udani, Suneel, Uhlinova, Jana, Unt, Kristin, Urciuolo, Federica, Vanacker, An, Vandewiele, Bert, Vaz, Alvaro, Veermae, Kristi, Viaene, Liesbeth, Vickiene, Alvita, Vigano, Sara, Vila, Maria Antonia Munar, Vilayur, Eswari, Villanueva, Caridad Martinez, Villarroya, Cristina Medrano, Villen, Alejandro Soria, Viramontes, Veronica, Vita, Caterina, Vujcic, Dunja, Wahba, Mona, Wan, Susan, Wang, Chih-Hsien, Warling, Xavier, Waters, Gerald, Waugh, Jane, Weiland, Lea, Weiner, Stefan, Weinreich, Thomas, Werth, Stephan Christian, Wickens, Olivia, Wijeratne, Vidu, Wilder, Karen, Willcocks, Lisa, Williams, Allister, Winiarska, Agata, Wirtz, Nikolaus, Wolf, Lothar, Wolf, Gunter, Wong, Muh Geot, Wong, Yick Hei, Wong, Sze Ho Sunny, Workeneh, Biruh, Wu, Ming-Ju, Wu, Hon-Yen, Wyndham, Roger, Yang, Jihyun, Yang, Ju-Yeh, Yeap, Chii, Yim, Ka Fai, Yong, Kenneth, Yoo, Tae-Hyun, Yoon, Songuk, Yu, Tung-Min, Yue, Tak Tai Andrew, Zakari, Michel, Zakauskiene, Urte, Zaoui, Philippe, Zbrzezniak, Justyna, Zielinska, Dorota, Zizzi, Carlotta Federica, Rovin, Brad H, Heerspink, Hiddo J L, Alpers, Charles E, Bieler, Stewart, Diva, Ulysses A, Inrig, Jula K, Kohan, Donald E, Komers, Radko, Małecki, Robert, Mercer, Alex, Noronha, Irene L, Oh, Se Won, Peh, Chen Au, Praga, Manuel, Preciado, Priscila, Rheault, Michelle N, Rote, William E, Tang, Sydney C W, Trachtman, Howard, Trimarchi, Hernán, Tumlin, James A, and Perkovic, Vlado

Published
2023
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40. How Money Matters for Schools. School Finance Series. Research Brief

Author

Learning Policy Institute and Baker, Bruce

Abstract

This brief is based upon a report that reviewed research on the role of money in determining school quality. The research documents that resource investments matter for student outcomes, especially when they are directed to under-resourced districts and students from low-income families. The research also shows that spending resources in ways that reduce class sizes for young children and those with greater academic needs and that improve teacher quality have strong payoffs for outcomes. Finally, some research suggests that increasing and equalizing school funding may be most effective when it is part of a comprehensive set of efforts to improve teaching and learning. While money alone is not the answer to all educational ills, more equitable and adequate allocation of financial inputs to schooling provides a necessary underlying condition for improving the equity and adequacy of outcomes. [For the full report, see ED606469.]

Published
2018

41. Is School Funding Fair? A National Report Card. Seventh Edition

Author

Education Law Center, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce, Farrie, Danielle, and Sciarra, David G.

Abstract

"Is School Funding Fair? A National Report Card" analyzes the condition of state school finance systems with a focus on the fair distribution of resources to the neediest students. The Report Card makes a number of assumptions about how school funding systems should be designed: (1) a fair funding system should provide levels of funding based on student need; (2) student poverty is the most critical variable affecting funding levels and can serve as a proxy for other measures of disadvantage, such as racial segregation, limited English proficiency, and student mobility; (3) fair funding systems are designed "progressively" so that funding increases relative to student poverty; and (4) a sufficient overall level of funding is a crucial starting point for any funding formula to be successful. The Seventh Edition of the Report Card examines the fiscal condition of the nation's schools using data from 2015. This edition of the National Report Card, like its precursors, demonstrates that school funding remains stubbornly unfair in most states. As a result, states have failed to create finance systems that support improved student outcomes, especially among the nation's low-income students. [For the sixth edition, see ED584732.]

Published
2018

42. What Should We Really Learn from New Orleans after the Storm? 10 Years after Katrina

Author

Network for Public Education (NPE) and Baker, Bruce D.

Abstract

In July of 2018, the Education Research Alliance for New Orleans released a comprehensive, summative longitudinal report on the effects on student outcomes of the package of reforms implemented in New Orleans following hurricane Katrina in the fall of 2005. This policy brief reviews the findings of this report by Douglas Harris and Matthew Larsen, offers critique of their methods and interpretation of findings and attempts to provide broader policy context for those findings. In summary, Harris and Larsen find significant positive effects of Post-Katrina New Orleans school reforms on short-term student achievement measures, and longer term college attendance, persistence and completion. They attribute these results to the "market-based" reforms adopted following Katrina, and go to great lengths to dismiss or downplay threats to the validity of this conclusion. But for many reasons, that attribution may be misguided.

Published
2018

43. Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter?

Author

Baker, Bruce L and Blacher, Jan

Subjects
Cognitive and Computational Psychology, Psychology, Clinical Research, Behavioral and Social Science, Pediatric, Intellectual and Developmental Disabilities (IDD), Brain Disorders, Mental Health, Autism, Aetiology, 2.3 Psychological, social and economic factors, Mental health, Adolescent, Adult, Attention Deficit and Disruptive Behavior Disorders, Autism Spectrum Disorder, Child, Comorbidity, Female, Humans, Intellectual Disability, Male, Peer Group, Problem Behavior, Social Skills, Autism spectrum disorder, ASD, Intellectual disability, Co-morbid ASD, ID, Behavior disorders, Social skills, Co-morbid ASD/ID, Education, Psychology and Cognitive Sciences, Developmental & Child Psychology, Health sciences
Abstract

Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n = 98), intellectual disability (ID n = 37), autism spectrum disorder (ASD, IQ > = 85, n = 26), or Autism Spectrum Disorder with ID (ASD/ID; IQ

Published
2020

44. Predictors of Anxiety Symptom Trajectory in Children with or without ID from Early Childhood to Adolescence

Author

Rodas, Naomi V, Blacher, Jan, and Baker, Bruce L

Subjects
Clinical Research, Mental Health, Behavioral and Social Science, Pediatric, Brain Disorders, Intellectual and Developmental Disabilities (IDD), Anxiety Disorders, Mental health, Anxiety, parenting, ethnicity, intellectual disability, risk, protective factors, Clinical Sciences, Public Health and Health Services, Psychology
Published
2020

45. School Finance and Education Equity: Lessons from Kansas

Author

Baker, Bruce D. and Baker, Bruce D.

Abstract

This inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas--a politically conservative state--was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state's achievements, "School Finance and Education Equity" provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider's tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation. With more than two decades of involvement with the state, Baker combines historical background, legal analysis, and political and economic contextual data--along with a gleaming wit--to present a thorough, enlightening narrative of Kansas's K-12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that money doesn't matter in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker's account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.

Published
2021

46. Sparsentan in patients with IgA nephropathy: a prespecified interim analysis from a randomised, double-blind, active-controlled clinical trial

Author

Alarmartine, Eric, Barratt, Jonathan, Chae, Dong Wan, Del Vecchio, Lucia, Floege, Jurgen, Hwang, Shang-Jyh, Jelakovic, Bojan, Maes, Bart, Malecki, Robert, Miglinas, Marius, Nolasco, Fernando Eduardo Barbosa, Praga, Manual, Rabindranath, Kannaiyan, Rosenberg, Mai, Rovin, Brad, Tang, Sydney Chi Wai, Tesar, Vladmir, Wong, Muh Geot, Bose, Bhadran, Gangadharan, Muralikrishna, McDonald, Stephen, Peh, Chen, Jahan, Sadia, Yeap, Chii, Clayton, Philip, Irish, Georgina, Thyagarajan, Nikhil, Hollett, Peter, Krishnasamy, Rathika, Carroll, Robert, Jesudason, Shilpanjali, Crail, Susan, Coates, Toby, Waugh, Jane, Noble, Euan, Mahadevan, Kumaradevan, Campbell, Victoria, Salehi, Tania, Lim, Wai, Boudville, Neil, Chakera, Aron, Chan, Doris, Krishnan, Anoushka, Eqbal, Yusuf, Gillies, Alastair, Vilayur, Eswari, Maung Myint, Thida Maung, Gray, Nicholas, Cheetham, Melissa, Pollock, Carol, Cooper, Bruce, Mather, Amanda, Roxburgh, Sarah, Shen, Yvonne, Stangenberg, Stefanie, Siriwardana, Amanda, O'Lone, Emma, Wan, Susan, Neuen, Brendon, Tsun Kit Ha, Jeffrey, Kim, Dana, Heath, Lauren, Jain, Arunima, Phua, Elaine, Li, Yan, Gallagher, Martin, Jardine, Meg, Ritchie, Angus, Razavian, Mona, Foote, Celine, Wyndham, Roger, Sen, Shaundeep, Endre, Zoltan, Erlich, Jonathan, Fernando, Mangalee, Yong, Kenneth, Luxton, Grant, Kotwal, Sradha, Roger, Simon, Wijeratne, Vidu, Packham, David, Fraser, Ian, Vandewiele, Bert, Laute, Margo, Lemahieu, Wim, Jamar, Sofie, Ombelet, Sara, Meeus, Gert, Decupere, Marc, Schockaert, Olivier, Doubel, Peter, Viaene, Liesbeth, Radermacher, Luc, Masset, Catherine, Moonen, Martial, Firre, Eric, Milicevic, Martina, Warling, Xavier, Vanacker, An, Malfait, Thomas, Durlen, Ivan, Horvatic, Ivica, Savuk, Ana, Gellineo, Lana, Karanovic, Sandra, Dika, Zivka, Plavljanic, Djuro, Mikacic, Ivana, Trajbar Kentric, Dubravka, Barisic, Dunja, Stankovic, Marija, Majstorovic Barac, Karolina, Kruljac, Ivan, Pavlovic, Drasko, Drinkovic, Martin, Prkacin, Ingrid, Barbic, Jerko, Sitas, Zvonimir, Vujcic, Dunja, Rychlik, Ivan, Benesova, Anna, Drinovska, Klara, Kratka, Karolina, Maixnerova, Dita, Ilmoja, Madis, Unt, Kristin, Lilienthal, Kadri, Auerbach, Asta, Leis, Liisi, Piel, Julia, Adoberg, Annika, Kolvald, Kulli, Veermae, Kristi, Telling, Kadri, Seppet, Elviira, Uhlinova, Jana, Zaoui, Philippe, Carron, Pierre-Louis, Masson, Ingrid, Dinic, Miriana, Thibaudin, Damien, Broyet, Christian, Maillard, Nicolas, Mohey, Hesham, Mariat, Christophe, Claisse, Guillaume, Alamartine, Eric, Dussol, Bertrand, Burtey, Stephane, Chiche-Jourde, Noemie, Serre, Jean-Emmanuel, Jeantet, Guillaume, Chenine, Leila, Blanchard, Anne, Roueff, Stephane, Thervet, Eric, Fouassier, David, Buffet, Alexandre, Livrozet, Marine, Gaisset, Roxane, Karras, Alexandre, Heng, Anne-Elisabeth, Garrouste, Cyril, Philipponnet, Carole, Nicolo, Clementine, Atenza, Alba, Lanaret, Camille, Greze, Clarisse, Mayet, Valentin, Dumond, Clement, Delmas, Yahsou, Combe, Christian, Rigothier, Claire, Burguet, Laure, Labat, Aurore, Mucha, Simon, de Précigout, Valérie, Weinreich, Thomas, Reichel, Helmut, Draganova, Diliana, Wolf, Lothar, Hohenstein, Bernd, Heinrichs, Sven, Kulka, Simone, Sat, Sebahat, Weiland, Lea, Krueger, Thilo, Wolf, Gunter, Kettner, Christiane, Schlosser, Mandy, Herfurth, Johann Konstantin, Koch, Annegret, Busch, Martin, Werth, Stephan Christian, Nitschke, Martin, Cakiroglu, Figen, Sarnow, Franziska, Schulz, Lisa, Weiner, Stefan, Wirtz, Nikolaus, Koester, Eric, Moeller, Marcus, Stamellou, Eleni, Sanden, Silja, Schmidt-Guertler, Hans, Bernhardt, Wanja, Patecki, Margret, Schlieper, Georg, Schulte, Kevin, Girardet, Annette, Kunzendorf, Ulrich, Kwan, Lorraine Pui Yuen, Mok, Maggie Ming Yee, Chan, Gary Chi Wang, Ma, Mingyao, Lie, Davina Ngoi Wah, Chan, Anthony Ting Pong, Szeto, Cheuk Chun, Ng, Kit Chung Jack, Cheung, Siu Fai, Yue, Tak Tai Andrew, Fung, Ka Shun Samuel, Tang, Hon, Yim, Ka Fai, Law, Wai Ping, Wong, Yick Hei, Lam, Chi Kwan Darwin, Wong, Sze Ho Sunny, Marcantoni, Carmelita, Aliotta, Roberta, Deodato, Francesca, Patella, Gemma, Comi, Nicolino, Vita, Caterina, Carullo, Nazareno, Bolignano, Davide, Musolino, Michela, Trillini, Matias, Perico, Norberto, Remuzzi, Giuseppe, Daina, Erica, Biancone, Luigi, Colla, Loredana, Burdese, Manuel, Cogno, Chiara, Boaglio, Elena, Abbasciano, Isabella, Zizzi, Carlotta Federica, Randone, Paolo, Napodano, Pietro, Ricchiuto, Anna, Cassia, Matthias, Accarino, Simone, Cozzolino, Mario, Baccaro, Rocco, Costanzi, Stefano, Di Maio, Federica, Arena, Maria, Urciuolo, Federica, Vigano, Sara, Cavalli, Andrea, Limardo, Monica, Bordoli, Monica, Ponti, Serena, Longhi, Selena, Solazzo, Andrea, Giaroni, Francesco, Donati, Gabriele, Torreggiani, Massimo, Catucci, Davide, Colucci, Marco, Esposito, Vittoria, Esposito, Ciro, Gesualdo, Loreto, Capaccio, Flavia, Diletta Stea, Emma, Sivo, Carmen, Annese, Francesca, Papadia, Federica, Messa, Piergiorgio, Belingheri, Mirco, Passerini, Patrizia, Malvica, Silvia, Vickiene, Alvita, Zakauskiene, Urte, Asakiene, Egle, Bumblyte', Inga Arune, Stankuviene, Asta, Santockiene, Lina, Hayat, Ashik, Williams, Allister, Sizeland, Peter, Tan, Eddie, Waters, Gerald, Chan, Lai Wan, Henderson, Andrew, Turnbull, Angus, McNally, Andrew, Reynolds, Annie, Pilmore, Helen, Dittmer, Ian, Manley, Paul, Stallworthy, Elizabeth, Goh, Tze, Semple, David, Collins, Michael, Curry, Elizabeth, Ahmed, Jafar, Nguyen, Thu, Winiarska, Agata, Zbrzezniak, Justyna, Stompor, Tomasz, Krajewska, Magdalena, Augustyniak-Bartosik, Hanna, Zielinska, Dorota, Jander, Anna, Stanczyk, Malgorzata, Tkaczyk, Marcin, Miarka, Przemyslaw, Aksamit, Dariusz, Jaskowski, Piotr, Sulowicz, Wladyslaw, Cieniawski, Dominik, Gontarek-Kacprzak, Julita, Felicjanczuk, Elzbieta, Kwella, Norbert, Kwella, Bogna, Satora, Ewa, Fernandes, João Carlos, Gomes, Ana Marta, Reis, Marina, Lopes, Daniela, Almeida, Catarina, Sá, Helena, Figueiredo, Ana Carolina, Pardinhas, Clara, Almeida, Edgar, Raimundo, Mario, Cortesão Costa, Ana, Falcao Goncalves, Luis Pedro, 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Patrikyan, Artashes, Afsari, Rouzbeh, Ayvazyan, Christine, Fakih, Faisal, Lagatta, Mark, Rodriguez, Alfred, Avella, Jorge Enrique Monroy, Patak, Ramachandra, Kadakia, Jigar, Radhakrishnan, Jai, Appel, Gerald, Ahn, Wooin, Nelson, Bradley, Medina, Allyson, Ahmad, Syeda, Peleg, Yonatan, Clement, Nisha, Chiu, Ian, Hendren, Elizabeth, Bomback, Andrew, Canetta, Pietro, Spinowitz, Bruce, Charytan, Chaim, Parikh, Nishita, Kuo, Sheng, Raichoudhury, Ritesh, Dobre, Mirela, Negrea, Lavinia, Padiyar, Aparna, Jittirat, Arksarapuk, Pradhan, Nishigandha, Dhelaria, Ranjit, Balamuthusamy, Saravanan, Madhrira, Machaiah, Powell, Thomas, Lifland, Howard, Bailey, Asha, Ford Sightler, Sarah Ashley, Suthar, Meera Patel, Green, Heather, Parikh, Samir, Ayoub, Isabelle, Almaani, Salem, Contreras, Gabriel, Fornoni, Alessia, Drexler, Yelena, Geara, Abdallah, Sheridan, Brittany, Coppock, Gaia, Hogan, Jonathan, Gonzalez, Carlos, Bhadra, Shamik, Chowdhury, Pradip, Kyaw, Kay, Tan, May, Raakesh, Lathika, Mendoza, Elder, Viramontes, Veronica, Chaudhry, Asghar, Carbonell, Juan, Gadh, Rajdeep, Fernandez, Victor, Kassem, Mohamad, Jacob, Radu, Wilder, Karen, Newsome, Britt, Klamm, Kathryn, Suyumova, Irina, Kooienga, Laura Ann, Janko, Catherine, Rizk, Dana, Julian, Bruce, Caster, Dawn, Perez, Erika, Garg, Gunjan, Gowda, Nayan, Udani, Suneel, Mandayam, Sreedhar, Workeneh, Biruh, Assefi, Ali, Greco, Barbara, Germain, Michael, Patel, Jusmin, Quinn, Sarah, Sullivan, James, Glaze, Jeffrey, Madonia, Phillip, McMahon, Kellyn, Giles, Harold, Adler, Sharon, Dai, Tiane, Heerspink, Hiddo J L, Alpers, Charles E, Bieler, Stewart, Diva, Ulysses, Inrig, Jula, Komers, Radko, Mercer, Alex, Noronha, Irene L, Rheault, Michelle N, Rote, William, Trachtman, Howard, Trimarchi, Hernán, and Perkovic, Vlado

Published
2023
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47. How Money Matters for Schools. School Finance Series

Author

Learning Policy Institute and Baker, Bruce D.

Abstract

For decades, some politicians and pundits have argued that "money does not make a difference" for school outcomes. While it is certainly possible to spend money poorly, this viewpoint is strongly contradicted by a large body of evidence from rigorous empirical research. A thorough review of research on the role of money in determining school quality leads to the following three conclusions: (1) on balance, in direct tests of the relationship between financial resources and student outcomes, money matters; (2) schooling resources that cost money are positively associated with student outcomes; and (3) sustained improvements to the level and distribution of funding across local public school districts lead to improvements in the level and distribution of student outcomes. While money alone is not the answer to all educational ills, more equitable and adequate allocation of financial inputs to schooling provides a necessary underlying condition for improving the equity and adequacy of outcomes. This document presents a brief explanation of the goal of school finance reforms, followed by summaries of the main bodies of evidence that illustrate how equitable and adequate school funding improves student outcomes. It closes with information about how certain kinds of specific investments can help to achieve these outcomes. [For "Revisiting the Age-Old Question: Does Money Matter in Education?," see ED528632. For "Does Money Matter in Education? Second Edition," see ED563793. For the policy brief to this report, see ED606471.]

Published
2017

48. Is School Funding Fair? A National Report Card. Sixth Edition

Author

Education Law Center, Rutgers, The State University of New Jersey, Graduate School of Education, Baker, Bruce, Farrie, Danielle, Johnson, Monete, Luhm, Theresa, and Sciarra, David G.

Abstract

The National Report Card (NRC) evaluates and compares the extent to which state finance systems ensure equality of educational opportunity for all children, regardless of background, family income, place of residence, or school location. It is designed to provide policymakers, educators, business leaders, parents, and the public at large with information to better understand the fairness of existing state school finance systems and how resources are allocated so problems can be identified and solutions developed. The NRC is unique among comparative school funding reports because it goes beyond simple per pupil calculations. To capture the complex differences among states, the NRC constructs four interrelated fairness measures--Funding Level, Funding Distribution, Effort and Coverage--that allow for comparisons that control for regional differences. [For the fifth edition, see ED570361.]

Published
2017

49. Exploring the Quality of School-Level Expenditure Data: Practices and Lessons Learned in Nine Sites

Author

Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service, American Institutes for Research (AIR), Atchison, Drew, Baker, Bruce, Levin, Jesse, and Manship, Karen

Abstract

Concerns about the equitable distribution of school funding within and across school districts have led to new federal data collections on school-level expenditures. The American Recovery and Reinvestment Act of 2009 (ARRA) required states to collect and report, for the first time, school-level data on both personnel and non-personnel expenditures from state and local sources for the 2008-09 school year. Subsequently, the Office for Civil Rights (OCR) added a similar data collection to its Civil Rights Data Collection (CRDC) beginning with the 2009-10 school year, and the National Center for Education Statistics (NCES) is currently piloting a School-Level Finance Survey (SLFS) that would extend current NCES fiscal data collections to include some school-level variables. In addition, the Every Student Succeeds Act (ESSA), enacted in December 2015, amended Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) to require states and local educational agencies (LEAs) to report school-level per-pupil expenditures on state and LEA report cards. These data may be useful for helping policymakers, educators, and others understand the extent to which resources are distributed equitably among schools and may also enhance transparency and efficiency in the allocation of education resources. The experiences of the nine sites included in this study demonstrate that collecting and reporting high-quality school-level expenditure data is feasible and has perceived benefits for transparency, equity, and the efficient use of resources. Each of the study sites attributed a large majority of their operational expenditures to individual schools, and most of these expenditures were directly tracked to school sites rather than merely being allocated post hoc using formulas. A key challenge in the process of collecting and reporting school-level expenditure data--according to the panel of experts, is ensuring consistency in practices surrounding the attribution of dollars to schools both within and across districts and states. The states and districts in this study were most able to track personnel expenditures to the school level. Data on non-personnel expenditures were much less comprehensive and consistent. The findings also raise concerns about the accuracy of allocating expenditures to schools using formulas, rather than directly tracking expenditures to schools. In addition, differences across sites in the types and shares of expenditures attributed to schools, and the methods used to do so, indicate that reported school-level expenditure figures are not necessarily comparable across sites. Nevertheless, the experiences and data shared by these five states and four school districts may serve as examples for others wishing to develop or improve their own systems for collecting and reporting high-quality data on school-level expenditures.

Published
2017

50. The Nature and Nurture of Social Development: The Role of 5-HTTLPR and Gene–Parenting Interactions

Author

Caplan, Barbara, Morgan, Julia E, Noroña, Amanda N, Tung, Irene, Lee, Steve S, and Baker, Bruce L

Subjects
Pediatric, Clinical Research, Behavioral and Social Science, Genetics, Basic Behavioral and Social Science, Child, Child Development, Female, Gene-Environment Interaction, Humans, Longitudinal Studies, Male, Parenting, Prospective Studies, Serotonin Plasma Membrane Transport Proteins, Social Skills, social development, parenting, gene-environment interaction, Psychology, Family Studies
Abstract

Social skills are traditionally viewed as acquired through social environments including parenting. However, biopsychosocial models highlight the importance of genetic influences and gene-environment interactions (G×Es) in child development. Extant G×E investigations often fail to account for developmental changes in the phenotype or rigorously assess the social environment using observational measures. The present study prospectively assessed 110 children (44.5% female) and their parents to explore biologically plausible independent and interactive associations of the serotonin transporter-linked polymorphic region (5-HTTLPR) and observed positive and negative parenting in prediction of (a) initial levels of social skills at school entry (age 6 years) and (b) developmental changes in social skills across the early school years (ages 6-9 years). Overall, the SS (vs. SL/LL) 5-HTTLPR genotype inversely predicted social skills across all domains, although parenting behavior moderated these associations wherein putative G×E effects differed by developmental timing and social skills domain. Positive parenting positively predicted concurrent (age 6) overall social skills for children with SL/LL genotypes, but not the SS genotype. However, for the SS group only, age 6 positive parenting positively predicted prospective growth in social responsibility, although negative parenting positively predicted growth in social cooperation. Findings suggest that 5-HTTLPR may signal differential sensitivities to parenting styles and patterns of social development, which may help to inform targeted intervention approaches to enhance person-environment fit. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Published
2019

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